http://journal.uinjkt.ac.id/index.php/ijee
IJEE (Indonesian Journal of English Education), 2 (2), 2015, 132-144
Received: 31th January 2015; Revised: 16th September 2015; Accepted: 25th November 2015
ABSTRACT
Teaching and learning to speak English using oral language data drawn from real life
communication can be unique experiences for English teachers and students who usually
rely on unauthentic written texts of a textbook. This small study focuses on a conversation
involving the author and his native speaker counterpart. Entities of the conversation put
under analysis and discussion include its register and generic structure, exchanges, prosodic
features and communication strategies. The dialogic features of the text are presented in the
data collection procedure and description section. The article is expected to provide a
perspective for doing similar analysis with other oral data by teachers and advanced learners
of English as a second or foreign language.
Key Words : actual oral language; exchanges; prosody; communication strategies
ABSTRAK
Mengajar dan belajar berbicara bahasa Inggris menggunakan data bahasa lisan dari komunikasi
kehidupan nyata dapat menjadi pengalaman unik bagi guru dan pembelajar yang biasanya bergantung
pada teks-teks buku pelajaran yang bersifat tertulis dan tidak otentik. Studi kecil ini difokuskan pada
percakapan yang melibatkan penulis dan mitranya seorang pembicara asli bahasa Inggris. Bagianbagian percakapan yang dianalisis dan dibahas termasuk register dan struktur umum, pertukaran,
ciri-ciri prosodik, dan strategi komunikasi. Ciri-ciri dialogis teks disajikan dalam bagian prosedur
pengumpulan dan gambaran data. Artikel ini diharapkan memberikan cara pandang untuk melakukan
telaah serupa dengan data lisan yang lain oleh guru dan pembelajar tingkat tinggi untuk bahasa
Inggris sebagai bahasa kedua atau bahasa asing.
Kata Kunci: bahasa lisan kehidupan nyata; pertukaran; prosodi; strategi komunikasi
How to Cite: Jazadi, I. (2015). An Oral Discourse Perspective on Second Language Learning. IJEE
(Indonesian Journal of English Education), 2(2), 132-144. doi:10.15408/ijee.v2i2.3092
Permalink/DOI: http://dx.doi.org/10.15408/ijee.v2i2.3092
INTRODUCTION
17A:
{oo + yes}
19A:
{uhm}
1 A:
Id like to ask you + first
of all + about what is your impression
particularly on having + uum + a lot of
+ um + international students or
something ++ coming |from|
2 B:
/impression
|whats|
my
{oo + so + um}
|whats|
my/
|{oo + so}|
38B:
|for beginners|
42B:
yea + should be normal
+ but + you know + that is + that
students have said to me
Incomplete utterances
Another characteristic which is
often discovered in spoken interaction
is incomplete utterances which occur
when a participant takes over before the
other indicates to finish, more probably
because he/she can predict what
her/his interlocutor is going to say, or
the interlocutor is still planning to say
in her/his mind while the one
overtaking feels that he/she is able to
help for the idea or to confirm what the
its
different
/SINCE
6 B:
since
ALL
of
my
teaching + Ive been teaching for +
TWELve years.
In turn 3, there are evidently three
tone groups. The first one UM
indicates As impression on Bs
question in the previous turn. In next
tone groups in turn 3 and the other
turns, all the tonic syllables bring new
newsworthy.
Pitch movement
The main concern here is tonicity
which refers to the location of tone in a
tone unit. The same item in the same
position but in different turns may or
may not carry a nuclear tone; therefore,
analyzing the tonicity is necessarily
significant (Stenstorm, 1994, p. 24). The
tonicity is indicated by the flow of
intonation which consists of three
types: rising ( / ), falling ( \ ) and
leveling (no symbol) (Brown & Yule,
1983). Let us see the examples below:
10 B:
/CULture
11 A:
my
3 A:
UM + about how you
approach your /teaCHING + because u
+ will be + um a lot of um u +
intercultural
+
crosscultural
/\probLEMS
22B:
how they /LEARNT +
\YEA + thats a good argument for
NON native of English + being good
teachers + do you /that + because +
because if you + if you add to learn
English yourself
41A:
THINK +
it should be normal I
42B:
/\YEA + should be
normal + but you know + that is that
students have said to me
As preference of opinionating,
instead of tangible questioning, is
perhaps because the degree of his
certainty supersedes his curiosity. What
he needs, however, is support, not
objection, from his interlocutor B.
Tsui,
A.B.M.
(1991).
Learner
involvement and comprehensible
input. RELC Journal, 22(2), 44-60.